Examinando por Autor "Facultad de Educación. Pedagogía en Inglés."

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  • Miniatura
    Ítem
    High School students' participation and the provision of choice
    (Universidad Andrés Bello, 2015) Banchero Afani, Piero; Cárdenas Caro, Ignacia; Cusicanqui Cordano, Andrea; Moya Labraña, Francisca; Muñoz Córdoba, Catherine; Young Ruz, Giselle; Gómez Merino, Carol; Facultad de Educación. Pedagogía en Inglés.
    Participation has been studied by many researchers during the last years. Researchers and important authorities related to the educational field highlight the importance of having students who actively participate inside the classrooms. Participation promotes interaction, which is a key element in the acquisition of a new language, and for this reason, when it comes to English classes, participation becomes even more important. Even though many researchers have been focusing their studies on analyzing in-class participation, there is a lack of studies in which students’ perceptions about their own participation are considered. Due to the importance of participation, many people have tried to come out with ideas, class methodologies and techniques that could enhance participation. Little is known about the provision of choice within classes however, studies on the topic have shown that the provision of choice, when offered in an appropriate way, could be beneficial for the creation of a sense of autonomy on students, and more specifically on adolescents. For the aim of the current study to be fulfill, the provision of choice will be considered as the opportunity for the meaningful realization of the individual’s desires or preferences related to class materials. The purpose of the current study is to understand high school students’ classroom participation views, and explore whether the provision of choice could somehow influence their perceptions about participation. An explanatory study using a mixed-method research design was used. A survey, a quantitative instrument, was utilized at the beginning of this investigation in order to select 5 out of 41 students from a ninth grade of a subsidized school. Classes in the school selected for this study were focused mainly on grammar and the participation rate inside the classroom was low therefore, it was considered a perfect scenario for the current study. After the survey, a first interview was done to the five participant of this study with the purpose of knowing students’ perceptions about participation and the concept of choice. Then, an intervention in which the provision of choice was given to the students with the use of class material took place. Finally, another interview was held in order to know if students’ perceptions about participation and choice had changed after the intervention. Results showed that in general students considered participation as an important factor inside the classroom; however, they did not feel comfortable participating orally in class. Finally, the results demonstrated that the provision of choice influenced students’ perceptions about participation within English sessions.
  • Miniatura
    Ítem
    The use of free voluntary reading and reading comprehension strategies for the development of reading comprehension skills in english
    (Universidad Andrés Bello, 2015) Meléndez, Karla; Muñoz Lucas, Montserrat; Gómez Merino, Carol; Facultad de Educación. Pedagogía en Inglés.
    This study addresses the area of Reading Comprehension, a skill that needs attention in the Chilean Educational System. We explored the use of Reading Comprehension Strategies and Free Voluntary Reading with the purpose of examining the possible effects of Reading Comprehension Strategies and Free Voluntary Reading in a Mixed Methods Single Case Study about student’s reading skills and perceptions about reading by providing her with opportunities to freely select texts of her interest to be read in the school and also at home. The participant of this research study was trained on Reading Comprehension Strategies and was also given the opportunity to read texts of her own interest. As data collection instruments, pre-test, post-test and delayed post-tests were used, which gave us quantitative data, and to support this data we conducted an interview which gave us qualitative data about the perceptions of the participant. After the intervention we could see that the majority of students in the school were not motivated to read, and this fact was reflected in the low number of students who joined the study, since they had to do it voluntarily. The results obtained after analyzing the instruments helped us to confirm that the participant was able to develop and improve her reading skills with the help of the training on reading strategies and also by having the chance to freely read texts of her own interest.